Digital Forensic Coursework Example | Topics and Well Written Essays - 7000 words

Digital Forensic - Coursework Example Hex editors permit an examination or modification of files at low-level bytes and bits. Usually, it represents the contents of the file in form of hexadecimal. Other editors, for example, help the user to derive meaning from the file examined, extract Unicode and ASCII contents, recognizing common structures, and even searching the patterns. In this case, an investigator located a potentially malicious code embedded in the device such as VBA macros, JavaScript or shellcode. He then extracts the segments of the suspicious code from the file and then checks the codes. An example of this method is to conduct a file carving where there is a recovery of the fragments and files when the directory entries are missing or corrupt. Autopsy refers to an open digital source of forensic tools produced by the Basis Technologies. It has numerous ingest modules that are inbuilt to foster forensic data analysis. When using autopsy, one needs to install a forensic toolkit to the investigative device. After all is done, the investigator starts an autopsy forensic browser. After starting the browser, one opens a new case by clicking on the new case to allow an addition of evidence. The third step involves the addition of the case details, for instance, description, name and the investigator’s names. It is important to note the location of the directory that carries the evidence. Afterward, the investigator adds a host to this particular case and notes the location of the host.

Should mortgage lenders be nationalised Essay Example for Free

Should mortgage lenders be nationalised Essay Following recent disturbances in the world economy some governments came to a conclusion that it is in their duty to intervene and solve the growing problem. In this case the problem of mortgage lenders. As with every action from government, it is important to assess whether there truly is a market failure or not. To begin with, a closer look at how this situation arose would be essential. Over recent years, the housing market not only in UK but around the world as well had been enjoying a period of prosperity. House prices were ridiculously high, though no one seemed to be bothered by that. Residential Mortgage Backed Securities (RMBS) played a key role in that, as this security type let a vast number of homebuyers to take loans. Investors thought that might just be a perfect opportunity to make some profit, so they also joined this house of madness by lending money to mortgagors through the banking system. However, nothing lasts forever. Investors realised that there is a risk of their money not being returned either on condition that banks and/or lenders fail, therefore they immediately left the market causing dry up of mortgage finances. So, there it is. This is where government ought to, in mortgage lenders opinion, step in, pump money and let the vicious cycle continue. Indeed, there is a market failure. A failure that only government can solve. Should it though? Isnt the true idea standing behind the capitalism to reward the hard-working, the smart and punish the lazy, the reckless? Why should the latter ones be protected? Why should tax payers money be spent in such a wasteful way? Nationalising UKs Bradford Bingley alone has already cost à ¯Ã‚ ¿Ã‚ ½150bn. In fact, only a small number of banks is to be blamed for this state of affairs to have taken place. Their irresponsible high stake risk taking actions led to a disaster that, now, they want all of us to bear the cost of. How unreasonable that must sound to a person who doesnt even have a mortgage? Weve had ten years of allowing banks to do what they wish really, to give them absolute freedom to lend. Alex Brummer, City editor, Mail on Sunday However, with nationalising it would be assured that Bank of Englands base rate is reinforced and has a real life implications, as it has been recently revealed that some mortgage providers do not cut their interest rates in line with the one set up by BoE. Moreover, it has been stated by government authorities and banks representatives on numerous occasions that improving access to capital is crucial to get the economy working again. That might actually be the case with a reduced borrower exploitation. Nationalised industries are supposed to be in the best interest of society, therefore hopefully there will no longer be banks trying to unfairly steal peoples possessions by taking a use of their lack of knowledge, charging enormous rates, making it harder for those who already find it difficult to keep up with repayments. Government would be able to offer competitive deals for everyone, and with market forces coming in, other lenders would have to follow the trend as well. It is the period of nationalising that needs to be taken into consideration, too. United Kingdom Chancellor of the Exchequer, Alistair Darling, emphasised that this process in regards of Northern Rock is only on a temporary basis, yet still it would be more realistic to count in years rather than months instead. That is how long it is expected for NR to repay the loan from taxpayers. That situation is extremely rare these days, so an accurate estimation of when the government will loosen its grip on the bank is hard to predict. Worth mentioning is the fact that it was only after 16 years of Rolls-Royce emergent nationalisation in 1971, that all its shares were sold to private owner. What would happen if the mortgage defaults continued to rise though? What if the plan would fail? And more money would be needed in attempts to solve the problem? Taxpayers would be left with a very large bill to pay for financial bailout. And this leaves us with the question how would the government fund further bailouts? Increase taxation? Cannot, this would cause a slowdown of an economy. Income tax lower income, lower consumption. Indirect taxes higher taxes, lower consumption. Doesnt sound good. Borrowing? Cannot. The so-called Golden Rule of fiscal policy is that the government should not borrow in order to finance current spending, and that any borrowing the government does undertake is for investment. I wouldnt consider rescuing awfully managed mortgage lending banks as a form of investment. I have no doubt that Mrs Thatcher would more than happily get rid of collapsing institutions. In her opinion, what doesnt work, shouldnt be allowed to work at all. Bailing banks out is a wrong idea in terms of externalities, moral hazard in particular. If they [banks] would know that there is the Government standing behind, fully prepared to save them in case of failure, they would feel more secure about themselves, with a higher willingness to take risk. They wouldnt bear all the consequences. Northern Rock and Bradford Bingley did not. Where is the capitalistic ideology of laissez-faire? Just leave it alone. Events should take their own courses, whereas government generally ought not to intervene in the marketplace. Looking at the situation in a more positive light though, financial conditions will improve in few years time, and by then the Government will be able to sell banks for much more attractive prices (e.g. Virgin trying to buy Northern Rock, but the offer was too low in Governments opinion) in order to compensate and benefit taxpayers. Still, I am not really convinced with the view of governments nationalising mortgage lenders. As a free market economy supporter, I strongly believe that the market should be free of any governments intervention nor regulation, besides the minimum function of maintaining the legal system and protecting property rights. To finalise, I would like to quote a man, whose words cannot summarise my essay better, The nationalisation of Northern Rock is a disaster for the taxpayer, a disaster for this government and a disaster for our country.

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Reflective Essay: The Writing Process -- Reflective Essay

"There is no greater agony than bearing an untold story inside you." - - - Maya Angelou, I Know Why the Caged Bird Sings   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the semester I have had to write a number of essays using a variety of techniques. Before college, I would write assuming that the only reader, or audience, would be my teacher. Composition helped me realize the many steps that are involved in the writing process from free writing to making a final copy. In order to create a good paper you need organize your ideas. Also, I realize what needs to be in a essay and what doesn’t.   Ã‚  Ã‚  Ã‚  Ã‚  I have improved in my writing but organization has been my problem, and even though I’ve made a progress. I still believe I have not fully succeed on this area but I’m going to improve on it. The process of using multiple drafts has improved me to over look on my mistakes. Before I would never go back and have someone else to revise on my papers. The most valuable lesson I have learned about the writing process this semester is mostly editing and revising drafts to lead to a perfect final paper. Able to write on college level, I am going let other people revise my papers. Then I can improve myself as a writer.   Ã‚  Ã‚  Ã‚  Ã‚  My favorite assignments was the rhetoric and advertising because it was something I have never done before. I found that describing the same scene in different circumstances was difficult because they all had a similar scene. I be...

Wyndor Glass Co. Research Paper

18 Chapter Two Linear Programming: Basic Concepts 2. 1 A CASE STUDY: THE WYNDOR GLASS CO. PRODUCT-MIX PROBLEM Jim Baker is excited. The group he heads has really hit the jackpot this time. They have had some notable successes in the past, but he feels that this one will be really special. He can hardly wait for the reaction after his memorandum reaches top management. Jim has had an excellent track record during his seven years as manager of new product development for the Wyndor Glass Company.Although the company is a small one, it has been experiencing considerable growth largely because of the innovative new products developed by Jim’s group. Wyndor’s president, John Hill, has often acknowledged publicly the key role that Jim has played in the recent success of the company. Therefore, John felt considerable confidence six months ago in asking Jim’s group to develop the following new products: †¢ An 8-foot glass door with aluminum framing. †¢ A 4-foot 6-foot double-hung, wood-framed window.Although several other companies already had products meeting these specifications, John felt that Jim would be able to work his usual magic in introducing exciting new features that would establish new industry standards. Now, Jim can’t remove the smile from his face. They have done it. Background The Wyndor Glass Co. produces high-quality glass products, including windows and glass doors that feature handcrafting and the finest workmanship. Although the products are expensive, they fill a market niche by providing the highest quality available in the industry for the most discriminating buyers. The company has three plants.Plant 1 produces aluminum frames and hardware. Plant 2 produces wood frames. Plant 3 produces the glass and assembles the windows and doors. Because of declining sales for certain products, top management has decided to revamp the company’s product line. Unprofitable products are being discontinued, releasing production capacity to launch the two new products developed by Jim Baker’s group if management approves their release. The 8-foot glass door requires some of the production capacity in Plants 1 and 3, but not Plant 2. The 4-foot 6-foot double-hung window needs only Plants 2 and 3. Management now needs to address two issues: 1.Should the company go ahead with launching these two new products? 2. If so, what should be the product mix—the number of units of each produced per week— for the two new products? Management’s Discussion of the Issues Having received Jim Baker’s memorandum describing the two new products, John Hill now has called a meeting to discuss the current issues. In addition to John and Jim, the meeting includes Bill Tasto, vice president for manufacturing, and Ann Lester, vice president for marketing. Let’s eavesdrop on the meeting. John Hill (president): Bill, we will want to rev up to start production of these products as s oon as we can.About how much production output do you think we can achieve? Bill Tasto (vice president for manufacturing): We do have a little available production capacity, because of the products we are discontinuing, but not a lot. We should be able to achieve a production rate of a few units per week for each of these two products. John: Is that all? Bill: Yes. These are complicated products requiring careful crafting. And, as I said, we don’t have much production capacity available. An Application Vignette Swift & Company is a diversified protein-producing business based in Greeley, Colorado.With annual sales of over $8 billion, beef and related products are by far the largest portion of the company’s business. To improve the company’s sales and manufacturing performance, upper management concluded that it needed to achieve three major objectives. One was to enable the company’s customer service representatives to talk to their more than 8,000 custom ers with accurate information about the availability of current and future inventory while considering requested delivery dates and maximum product age upon delivery. A second was to produce an efficient shift-level schedule for each plant over a 28-day horizon.A third was to accurately determine whether a plant can ship a requested order-line-item quantity on the requested date and time given the availability of cattle and constraints on the plant’s capacity. To meet these three challenges, a management science team developed an integrated system of 45 linear programming models based on three model formulations to dynamically schedule its beef-fabrication operations at five plants in real time as it receives orders. The total audited benefits realized in the first year of operation of this system were $12. 74 million, including $12 million due to optimizing the product mix.Other benefits include a reduction in orders lost, a reduction in price discounting, and better on-time delivery. Source: A. Bixby, B. Downs, and M. Self, â€Å"A Scheduling and Capable-to-Promise Application for Swift & Company, Interfaces 36, no. 1 (January–February 2006), pp. 69–86. The issue is to find the most profitable mix of the two new products. John: Ann, will we be able to sell several of each per week? Ann Lester (vice president for marketing): Easily. John: OK, good. I would like to set the launch date for these products in six weeks. Bill and Ann, is that feasible? Bill: Yes.Ann: We’ll have to scramble to give these products a proper marketing launch that soon. But we can do it. John: Good. Now there’s one more issue to resolve. With this limited production capacity, we need to decide how to split it between the two products. Do we want to produce the same number of both products? Or mostly one of them? Or even just produce as much as we can of one and postpone launching the other one for a little while? Jim Baker (manager of new product dev elopment): It would be dangerous to hold one of the products back and give our competition a chance to scoop us. Ann: I agree.Furthermore, launching them together has some advantages from a marketing standpoint. Since they share a lot of the same special features, we can combine the advertising for the two products. This is going to make a big splash. John: OK. But which mixture of the two products is going to be most profitable for the company? Bill: I have a suggestion. John: What’s that? Bill: A couple times in the past, our Management Science Group has helped us with these same kinds of product-mix decisions, and they’ve done a good job. They ferret out all the relevant data and then dig into some detailed analysis of the issue.I’ve found their input very helpful. And this is right down their alley. John: Yes, you’re right. That’s a good idea. Let’s get our Management Science Group working on this issue. Bill, will you coordinate with th em? The meeting ends. The Management Science Group Begins Its Work At the outset, the Management Science Group spends considerable time with Bill Tasto to clarify the general problem and specific issues that management wants addressed. A particular concern is to ascertain the appropriate objective for the problem from management’s viewpoint.Bill points out that John Hill posed the issue as determining which mixture of the two products is going to be most profitable for the company. 19 20 Chapter Two Linear Programming: Basic Concepts Therefore, with Bill’s concurrence, the group defines the key issue to be addressed as follows. Question: Which combination of production rates (the number of units produced per week) for the two new products would maximize the total profit from both of them? The group also concludes that it should consider all possible combinations of production rates of both new products permitted by the available production capacities in the three plant s.For example, one alternative (despite Jim Baker’s and Ann Lester’s objections) is to forgo producing one of the products for now (thereby setting its production rate equal to zero) in order to produce as much as possible of the other product. (We must not neglect the possibility that maximum profit from both products might be attained by producing none of one and as much as possible of the other. ) The Management Science Group next identifies the information it needs to gather to conduct this study: 1. Available production capacity in each of the plants. 2.How much of the production capacity in each plant would be needed by each product. 3. Profitability of each product. Concrete data are not available for any of these quantities, so estimates have to be made. Estimating these quantities requires enlisting the help of key personnel in other units of the company. Bill Tasto’s staff develops the estimates that involve production capacities. Specifically, the sta ff estimates that the production facilities in Plant 1 needed for the new kind of doors will be available approximately four hours per week. (The rest of the time Plant 1 will continue with current products. The production facilities in Plant 2 will be available for the new kind of windows about 12 hours per week. The facilities needed for both products in Plant 3 will be available approximately 18 hours per week. The amount of each plant’s production capacity actually used by each product depends on its production rate. It is estimated that each door will require one hour of production time in Plant 1 and three hours in Plant 3. For each window, about two hours will be needed in Plant 2 and two hours in Plant 3. By analyzing the cost data and the pricing decision, the Accounting Department estimates the profit from the two products.The projection is that the profit per unit will be $300 for the doors and $500 for the windows. Table 2. 1 summarizes the data now gathered. The Management Science Group recognizes this as being a classic product-mix problem. Therefore, the next step is to develop a mathematical model—that is, a linear programming model—to represent the problem so that it can be solved mathematically. The next four sections focus on how to develop this model and then how to solve it to find the most profitable mix between the two products, assuming the estimates in Table 2. 1 are accurate.Review Questions 1. 2. 3. 4. 5. What is the market niche being filled by the Wyndor Glass Co.? What were the two issues addressed by management? The Management Science Group was asked to help analyze which of these issues? How did this group define the key issue to be addressed? What information did the group need to gather to conduct its study? TABLE 2. 1 Data for the Wyndor Glass Co. Product-Mix Problem Plant 1 2 3 Unit profit Production Time Used for Each Unit Produced Doors 1 hour 0 3 hours $300 Windows 0 2 hours 2 hours $500 Available per Week 4 hours 12 hours 18 hours

Beating Poverty with Income Support

Orwell (1945) was correct when he wrote that â€Å"All animals are created equal but some animals are more equal than others,† actually referring to human beings whom scientists refer to as animals. Throughout the history of humanity, people have generally known that they were created equal. And yet, there have been separations, discriminations, dissimilarities, and inequalities, for the reason that God, Nature or Evolution – depending on what we choose to believe in – did not grant equal abilities, talents, and gifts to all human beings.Some men are richer and more intelligent than the others. Some are born deaf, dumb, and blind. And, some must rely on income support because they just cannot beat poverty on their own. Then there are the leaders of mankind who cannot think like the rest seeing as they are set apart from the others in the position of leadership. If leaders were to act as though they were the equals of their followers, the position of leadership wo uld have to be abolished.Hence, those that have special gifts or utilize their abilities in special ways would never be truly equal to the rest, despite the fact that they were essentially created the same way. According to the conservative view, poverty is mostly unintentional; that is, poor people are working hard enough to be able to support themselves but they remain poor nevertheless. The liberal view is that poverty is caused by discrimination; that is, those that are considered disadvantaged, e. g.the single mothers and the African Americans, are believed to be at a loss because society would not grant them enough opportunities to raise their standards of living, which happens to be the reason for the affirmative action policy. The radical view, on the other hand, exclaims that it is the culture of corporatism that has failed to raise the standard of living of the entire population. This is the reason why the rich keep getting richer, while the poor keep becoming poorer, as p roved by the statistics.Regardless of our beliefs about the reasons for poverty, the government has shouldered the responsibility to care for the poor by spending almost half of its spending budget on income support programs such as social insurance, public assistance, and work/employment programs. In order to raise the standard of living of the poor, the government also considers education as an essential social welfare program. After all, if the government were to stop supporting the poor by whatever means it can, our country would be pretty much like a third world nation where the majority is poor and sleeping on the streets.Yet, a number of literate people among our population – most definitely those who are not poor enough to be on income support – argue that the government may be wasting its money on the poor and lazy folks. Such people further argue that the poor and hungry people will become dependent and virtually useless if the government were to go on suppor ting them. But, how would such people consider answering the question of poverty that is facing the third world? The poor people in the least developed nations are certainly not dependent on their governments for income support.Their governments cannot afford to support the poor and needy people as they ought to – seeing that leaders are not equal to their followers. Hence, we should be glad that we live in a nation where the government (the leader) is in a position to support the people (the followers) to an extent that should make us all grateful citizens. What is more, we are in a position to guide the least developed world with respect to policy in the matter. References Orwell, G. (1945). Animal Farm. London: Secker and Warburg.

Cultural Mismatches in Educational Psychology Essays

Cultural Mismatches in Educational Psychology Essays Cultural Mismatches in Educational Psychology Paper Cultural Mismatches in Educational Psychology Paper The textbook speaks of a cultural mismatch that may interfere with a students ability to succeed in a traditional classroom. Describe the types of mismatches that might occur related to each of these traditional educational practices: a. The daily school time schedule b. The use of Standard English c. Whole-class question-answer sessions d. Classroom competition Many people regulate their lives by the clock: Being on time to appointments, social engagements, and the dinner table is important. This emphasis on punctuality is not characteristic of all cultures, however; for example, many Hispanic and Native American communities dont observe strict schedules and timelines. Not surprisingly, children form these communities may be chronically late for school and have difficulty understanding the need for school tasks to be completed within a certain time frame. To succeed in mainstream Western society, students eventually need to learn punctuality. At the same time, we must recognize that not all of our students will be especially concerned about clock time when they first enter our classrooms. Certainly we should expect students to arrive at class on time and to turn in assignments when they are due. But we must be patient and understanding when, for cultural reasons, students do not develop such habits immediately. Even when children speak English at home, they may use a form of English different from the Standard English that is typically considered acceptable in school. More specifically, they may speak in a different dialect-a form of English that includes ome unique pronunciations and grammatical structures. For example, some African American children speak in an African American dialect. At one time, researchers believed that the African American dialect represented and erroneous and less complex form of speech than Standard English and urged education to teach students to speak properly as quickly as possible. But we now realize that African American dialects are, in fact, very complex language systems with their own predictable grammatical rules and their own unique idioms and proverbs. Furthermore, these dialects promote communication and complex thought as readily as Standard English. Most educators recommend that all students develop proficiency in Standard English because success in mainstream adult society will be difficult to achieve without such proficiency. At the same time, we should also recognize that other languages and dialects are very appropriate means of communication in many situations. For example, although we may wish to encourage Standard English in most written work or in formal oral presentations, we might find other dialects quite appropriate in creative writing or informal classroom discussions. Teachers frequently ask questions of their students and then wait for an answer. But exactly how long do they wait? Research indicates that most teachers wait a second or even less for students to reply. Research also indicates that when teachers wait for longer periods of time-for two to three seconds or even longer-students, especially those from ethnic minority groups, are more likely to answer teachers questions and participate in class discussions. Not only does such an extended wait time allow students to show respect, but it also gives students with limited English proficiency some mental translation time. Yet we should also be aware that some native Hawaiian students, rather than wanting time to think or show respect, may have a preference of negative wait time: They often interrupt teachers or classmates who havent finished speaking. Such interruptions, which many might interpret as rude, are instead a sign of personal involvement in the community culture of those students. School achievement in a traditional classroom is often a solitary, individual endeavor. Students receive praise, stickers, and good grades when they perform at a high level, regardless of how their classmates are performing. Sometimes, though, school achievement is quite competitive: A students performance is evaluated in comparison with performance of classmates. For example, some teachers may identify the best papers or drawings in the class; others may grade on a curve, with some students doing well and others inevitably failing. Yet in some cultures, it is neither individual achievement nor competitive achievement that is recognized, but rather group achievement: The success of the village or community is valued over individual success. Students from such cultures (including many Native American, Mexican American, Southeast Asian, and Pacific Islander students) are more accustomed to working cooperatively than competitively, and for the benefit of the community rather than for themselves. They may therefore resist when asked to compete against their classmates. They may also be confused when teachers scold them for helping one another on assignments or for sharing answers. And they may feel uncomfortable when their individual achievements are publicly acknowledged. Group work, with an emphasis on cooperation rather than competition, often facilitates the school achievement of these students.

The Coast Guard and Border Security essays

The Coast Guard and Border Security essays The Bush Administration has had many policies change or get reprioritized in the aftermath of the September 11 attacks. Bushs policy on the military has been greatly affected. It is now up at the top of the list. Im going to look for spending changes and changes in border security. Border security and the Coast Guard are going to be my main focus. The Coast Guard plays an important role in border security and drug enforcement along the coast of the United States. Im also going to look up my Senators reactions to the Bush Administrations policy on Border security. I live in Tampa so one of my Senators is Bob Graham. He has already sponsored some bills in response to the attacks of September 11, that agree with the Bush Administrations new policies on homeland security. On an issue like this there really isnt much controversy on the security of our nation, except for what organizations should be responsible and where funding would come from. The President stated in his State of the Union address about the war on terrorism, It costs a lot to fight this war. We have spent more than a billion dollars a month over $30 million a day and we must be prepared for future operations. Afghanistan proved that expensive precision weapons defeat the enemy and spare innocent lives, and we need more of them. We need to replace aging aircraft and make our military more agile, to put our troops anywhere in the world quickly and safely. Our men and women in uniform deserve the best weapons, the best equipment, the best training and they also deserve another pay raise. (President Bush State of the Union Address 2002) This is also being applied to the Coast Guard for the Administrations homeland security policies; after all they are a branch of the military too, and much of the responsibility of border security lies on the Coast Guards shoulders. The President also stated...

Calometry Lab

Volume of water in the calorimeter:| 26. 0 mL| 26. 0 mL| 26. 0 mL| 26. 0 mL| Initial temperature of water in calorimeter:| 25. 3 Â °C| 25. 3 Â °C| 25. 3 Â °C| 25. 3 Â °C| Temperature of hot water and metal in hot water bath:| 100. 5 Â °C| 100. 5 Â °C| 100. 5 Â °C| 100. 5 Â °C| Final temperature reached in the calorimeter:| 31. 6 Â °C| 34. 8 Â °C| 33. 1 Â °C| Â  34. 5 Â °C| Part I: Part II: Metal:| Metal A| Metal B| Metal C| Mass of metal:| 15. 262 g| 25. 605 g| 20. 484 g| Volume of water in the calorimeter:| 24. mL| 24. 0 mL| 24. 0 mL| Initial temperature of water in calorimeter:| 25. 2 Â °C| 25. 3 Â °C| 25. 2 Â °C| Temperature of hot water and metal in hot water bath:| 100. 3 Â °C| 100. 3 Â °C| 100. 3 Â °C| Final temperature reached in the calorimeter:| 27. 5 Â °C| 32. 2 Â °C| 28. 0 Â °C| Part 12: Part I: 1. Calculate the energy change (q) of the surroundings (water) using the enthalpy equation qwater = m ? c ? ?T. We can assume that the specific heat capacity of water is 4. 18 J / (g ? Â °C) and the density of water is 1. 00 g/mL. qwater = m ? c ? ?T m = mass of water = density x volume = 1 x 26 = 26 grams T = T(mix) T(water) = 38. 9 25. 3 = 13. 6 q(water) = 26 x 13. 6 x 4. 18 q(water) = 1478 Joules SPECIFIC HEAT: qmetal = -205 J = 15. 363 g X c X (27. 2 100. 3 C) c = 0. 183 J/gC PART2. Using the formula qmetal = m ? c ? ?T, calculate the specific heat of the metal. Use the data from your experiment for the metal in your calculation. q(water) = q(metal) q(metal) = 1478 Joules q(metal) = m ? c ? ?T m = 27. 776 g ?T = T(mix) T(metal) ?T = 38. 9 100. 5 = 61. 6 C = q(metal) / m x ? T C = -1478 / (-61. 6 x 27. 776 ) C = 0. 864 J / (g ? Â °C) Part 3: 12: For #1 theres a specific heat of 0. 864 J / (g ? Â °C) and that is closest to the specific heat of aluminum. So, for this experiment, lets call your metal aluminum. Now, the percent error formula is this: |experimental actual value divided by actual value| x 100 (|0. 864 0. 900| / 0. 900) * 100 = 4. 00 % For #2, you got 0. 183 J/gC. Comparing it to my list, I would recommend some sort of tin or cobalt meltal. 3. 9(. 39-. 39)x100%)/. 39 = 0% So there is a 0% error. It makes sense, given that the experimental results were THE SAME as the known value. Its the same. There is no error. 4. The easiest error reason is that the calorimeter wasnt a perfect insulator. This is because you must have opened the calorimeter when you added the cold water. Thus, heat was lost not only to the cold water but to the surrounding environment. Also, you might not have waited long enough for the thermometer to read, so the temperature of the hot water was lower than it really was, or the temperature of the cold water was warmer than it really was. Another possible source of error is the increase in heat by stirring due to increased kinetic energy.

Importance of managing the psychological contract and the challenges Essay

Importance of managing the psychological contract and the challenges associated with it - Essay Example The term ‘psychological contract’ thus refers to expectations within a relationship, and the manner in which these expectations transform, affecting one’s behaviour over a period. The term has gained recent popularity, and it is used for delineating mutual expectations between an organisation and its employees. Psychological contract, which is a form of unwritten agreement between an organisation and the employees, is fast changing its form after the 1990 and 2007 economic crises. Short-term and contractual employment is increasingly gaining more popularity within organizations, owing to which psychological contract, which is related to the concept of self-actualisation, is gaining significance amongst employees. This transformation in the nature of psychological contract has various ramifications on the employers that look for motivation among to its employees to achieve all organizations goals. This essay explores the concept of psychological contract and its ma nagement within current times, and the various challenges associated with it.... These interpretations influence employee behaviour, by changing the understanding of what is meant by psychological contract for each individual employee (fig 1). Business strategies (implementation and resources) HRM (interpretation) Psychological contracts Fig 1: Link between business strategies of an organisation, its HR practices and psychological contract (Rousseau and Wade-Benzoni, 1994: 464). Defining the term ‘psychological contract’ Argyris (1960) first used the term psychological contract in order to delineate the subjective nature of an employer-employee relationship first used the term psychological contract. Rousseau (1990) suggested that a psychological contract refers to the mutual understandings, oral or written, concerning the commitments between employees and an organisation. From an operational perspective, psychological contracts perform two functions: they give the organisations an idea of results to be expected from their employees; They predict the gains that employees will receive in return for their time and effort invested in a firm. The relationship that comprises of mutual exchanges between an employer and his employees vary from being legal to psychological (Spindler, 1994). Agreements, laws, or a contract signed by the employee (containing details such as salary, working hours, benefits, etc.,) often frame this mutual relationship. Besides these, however, often an employment relationship is defined by what is known as the ‘subconscious’ (Spindler, 1994). In this context, a psychological contract refers to the ideology that creates a framework for comprehending the ‘subconscious’ relationship, or the ‘hidden’ arenas within an employment relationship (Shore and Tetrick, 1994). A

Liturgiam Authenticam Essay Example | Topics and Well Written Essays - 1500 words

Liturgiam Authenticam - Essay Example This means that the Sacred Council identified inculturation to be the two-sided process requiring mutual actions and flexibility both from the Church and the Roman liturgy and from the recipient cultures. Whereas diverse autonomous cultures are expected to embrace Christian traditions and be integrated into a global community based on faith and universal dogmas; the Church is to incarnate Christian liturgy traditions in certain sociocultural backgrounds and soften all rough edges in order to make Christian tradition more comprehensible and close to the cultures. The Gospel is believed to enhance and strengthen peculiar cultural values and traditions and â€Å"restore them in Christ† (IRL,  § 4), when penetrating into a culture. Moreover, Christian traditions are expected to integrate and enrich other cultures, being also enriched by their wisdom. Inculturation as a process has preserved its aim since development of Christian tradition: its aim is to encourage and deepen peoples’ understanding on the message of Christ and find a better expression of it in local liturgical traditions and other areas of spiritual life of the Church. For this, the Holy Scriptures and liturgical texts have to be transformed into a form comprehensible for other cultures, especially those in the mission territories, i.e. they have to be translated wisely into local languages. The process of inculturation has its roots in ancient times when the story of salvation had just begun. The earliest forms of inculturation were practiced by the Israelites, the people believing that they were chosen by God and witnessed his love and actions (IRL,  § 9). The people of Israel borrowed some traditions and forms of worship from other peoples, yet â€Å"digesting† and modifying them in accordance to their fundamental faith in God. In other words, these borrowings were absorbed by Israeli religious traditions and practices in order to enhance celebration of the God’s deeds and memory. The next

John Maynard Keynes Essay Example | Topics and Well Written Essays - 500 words

John Maynard Keynes - Essay Example If the existing aggregate expenditure level is not adequate to acquire the whole supplied real GDP, output will be reduced until real GDP level is equivalent to the aggregate expenditure level (Morton 2003). Thus, according to Tucker (2008), if the existing aggregate expenditure level is not adequate to acquire real GDP’s normal level, then the real GDP’s equilibrium level will fall at some point below the normal level. If the falling of prices is prevented, then to prevent too much inventory accumulations supplies should cut back the supplied quantity, even though they would be eager to provide bigger volumes at the existing market prices (Morton 2003). This scenario is a case of equilibrium merely in the quite narrow logic that the ‘quantity actually supplied of final goods and services is equal to the quantity demanded’ (Truett & Truett 1998, 71). The multiplier theory determines an exact correlation between the rate of investment and aggregate income, g iven the slight tendency to consume (Morton 2003). Keynes coined the term ‘investment multiplier’ to refer to that internal factor innate in the economic system which transmits, incorporates, and absorbs an outside ‘shock’ (Truett & Truett 1998, 72).

Animal rights Assignment Example | Topics and Well Written Essays - 1000 words

Animal rights - Assignment Example Animals can talk as they talk to their like kind. Just because humans cannot understand them does not mean that an animal should not be able to defend themselves. This may be hard for someone believing animals have no rights to understand. It is important to consider that people who believe that animals have no rights are of a different mind frame then other who do. This can be further explained when discussing poachers. People who hunt an animal that is soon to be extinct obviously do not care about animal rights or the sustainability of humans. When an animal leaves the environment this creates a gap in the food chain. The gap in the food chain creates a problem for other animals. If an individual does not care about animal and human life why should they care about animal rights? It is important to consider the different types of individuals that are against animal rights. There whole outlook on life is different. It is likely that a disagreement with someone on animal’s rig hts is likely to cause a disagreement in other topics of conversation. Since this is likely it is important to bring facts when arguing a certain topic. Facts are important when discussing a topic such as animal rights. Animals Do Have Right Similar To the Rights of Humans There are many different factors to agree upon when discussing why animals have right. As mentioned in the paper by Tibor Machan, animals act in a way that humans do. Animals are able to love, show compassion, and protect. Since animals show feelings similar to humans, why should they deserve less? The answer to that is that they don’t deserve less. They have the right to the same rights as humans. Would this be different if animals were able to speak better and be understood by people? It may be human’s ignorance of animal speech that creates a communication boundary. It is possibly that a human own ignorance towards animals allows for the thought that humans are more superior. This is where I have the strongest argument. There are some people that are able to study animals and communicate with them. Being able to communicate with animals break the barrier and allows other to be shown that the animals have feelings. Animals are no less than a person. Animals are here to protect, provide food, love and obey. Since animals are owned by humans it is the humans right to take care of the animals. Taking care of the animals means sticking up for the rights of animals. Acting in humanly to animals should be punished just like any other wrong act. Animals are alive just like humans. Taking a life from animals for game reasons and testing should be punishable by law. Animals were put on this earth to enable human survival and not to be used in a game or testing. These acts are cruel and it takes a cruel person to perform such acts. It is not just the rights of animals that is important to focus on but the nature of what is right and wrong. As mentioned in the paper, parents teach their children to be kind to animals in some parts of the world and are honored in other parts for killing for fun. That said it is the parent responsibility to ensure that children are taught the correct morals and values that honor life. Being taught to respect animals can lead to the respect of other things in life. It is wrong to think that killing animals for pleasure is okay. This type of thinking is not okay and can lead to other wrong violent behavior. Killing is killing regardless if it is a human or animal. Since it

Operations Management and Supply Chain Essay Example | Topics and Well Written Essays - 750 words

Operations Management and Supply Chain - Essay Example The firm can also adequately satisfy customers and gain a larger market share than the firms, which apply the conventional methods that mostly base on engineering capabilities. The use of QDF also reduces defects and reworks apart from reducing the design and the manufacturing costs (Kumar, 2014). With the application of QFD, investigation of the product characteristics occurs at every stage of product development. While with the conventional methods, testing occurs for the finished product at the end. It therefore implies that with QFD it is simple to identify the area that requires improvement. Generally, QFD as a product design approach encourages research and innovation in production therefore firms that utilize this method constantly change their product designs and attract new customers and hence rapid growth and expansion (Kumar, 2014). QFD relies on market surveys to identify the needs and desires of customers. To avoid causing harm and inappropriate decisions the survey has to be accurate and reliable. By so doing, it is thus easier for the firm to identify future market trends of their customers and thus make early preparations to meet the requirements. This will also help improve the efficiency in production and minimize uncertainties which results in high confidence in the operations of the firm that also lead to high morale in investing more in the business (Kumar, 2014). They include respect to other designers, truth, honesty and avoiding all conflicts of interests as well as maintaining confidentiality of all the important information. In addition, designer has to be committed in developing and innovating as well as acknowledging the contribution of others and give credit when required. The Lord hates cheating, but delights in honesty (Proverbs 11). QDF is an effective and ethical method of production that aims at satisfying customer

John Maynard Keynes Essay Example | Topics and Well Written Essays - 500 words

John Maynard Keynes - Essay Example If the existing aggregate expenditure level is not adequate to acquire the whole supplied real GDP, output will be reduced until real GDP level is equivalent to the aggregate expenditure level (Morton 2003). Thus, according to Tucker (2008), if the existing aggregate expenditure level is not adequate to acquire real GDP’s normal level, then the real GDP’s equilibrium level will fall at some point below the normal level. If the falling of prices is prevented, then to prevent too much inventory accumulations supplies should cut back the supplied quantity, even though they would be eager to provide bigger volumes at the existing market prices (Morton 2003). This scenario is a case of equilibrium merely in the quite narrow logic that the ‘quantity actually supplied of final goods and services is equal to the quantity demanded’ (Truett & Truett 1998, 71). The multiplier theory determines an exact correlation between the rate of investment and aggregate income, g iven the slight tendency to consume (Morton 2003). Keynes coined the term ‘investment multiplier’ to refer to that internal factor innate in the economic system which transmits, incorporates, and absorbs an outside ‘shock’ (Truett & Truett 1998, 72).

Operations Management and Supply Chain Essay Example | Topics and Well Written Essays - 750 words

Operations Management and Supply Chain - Essay Example The firm can also adequately satisfy customers and gain a larger market share than the firms, which apply the conventional methods that mostly base on engineering capabilities. The use of QDF also reduces defects and reworks apart from reducing the design and the manufacturing costs (Kumar, 2014). With the application of QFD, investigation of the product characteristics occurs at every stage of product development. While with the conventional methods, testing occurs for the finished product at the end. It therefore implies that with QFD it is simple to identify the area that requires improvement. Generally, QFD as a product design approach encourages research and innovation in production therefore firms that utilize this method constantly change their product designs and attract new customers and hence rapid growth and expansion (Kumar, 2014). QFD relies on market surveys to identify the needs and desires of customers. To avoid causing harm and inappropriate decisions the survey has to be accurate and reliable. By so doing, it is thus easier for the firm to identify future market trends of their customers and thus make early preparations to meet the requirements. This will also help improve the efficiency in production and minimize uncertainties which results in high confidence in the operations of the firm that also lead to high morale in investing more in the business (Kumar, 2014). They include respect to other designers, truth, honesty and avoiding all conflicts of interests as well as maintaining confidentiality of all the important information. In addition, designer has to be committed in developing and innovating as well as acknowledging the contribution of others and give credit when required. The Lord hates cheating, but delights in honesty (Proverbs 11). QDF is an effective and ethical method of production that aims at satisfying customer

Philosophy Midterm Essay Example for Free

Philosophy Midterm Essay Principle of non- indefinite Regression everything has an end (Teleoloqy) Nemo dat quod non habet nobody can give what it does not possess nature is never frustrated intellect is destined to know tota anima in toto corpore the whole soul is in the whole body ex entre non fit ens nothing becomes what is already is the effect cannot be greater than the cause nothing is in the intellect which does not pass through the senses the separated soul can no longer use abstract concepts to remember or to reason Midieval Philosophy. The problem on which philosophy became stranded (the existence and nature of God and his relationship with the world. ) The spirituality and immortality of the soul, the notion of the obligation and of moral sanction are given clear responses in Christian revelation. The problems of reconciling these two sources arouse (faith and reason). Some of these men are: 1. St. Augustine he wrote about 232 books in which are contained Philosophical definitions which testify to the depth and universality of his genius. his philosophy are more or less adhered to that of Plato which, to him, seemed the most suitable for Christianity. Fundamental Principles The Divine Truth is the unique and perfect cost which is immediately explicative of all beings in its different modalities of nature and of action. Augustine establishes the existence of God, the source of all truth, through philosophical truths. 2. St Anselm and Peter Abelard For St. Anselm: Famous Formula: Credo ut intellicam: I believe that I may have a full understanding. God means the most perfect being that can be thought of. Therefore, God must exist, otherwise he would not be the most perfect conceivable being. For Peter Abelard: Abelard was a brilliant master of dialectics and ethics. He stress fully the value of human reason in investigating the divine or revealed truth. 3. St. Albert the Great Albert began Aristotles Christianization. Albert performed a twofold function of revealing the greatness of Aristotle. 4. St. Thomas Aquinas Thomistic philosophy (Thomism) is fundamentally, the philosophy of good sense. It is both Universal and Catholic. Lacordaire stated that Thomas was a lighthouse and not a milestone. He acheived the title of Angelic Doctor and named as Guide of Students. In him, there is not found thelhowght of man alone but the voice of the truth common to all men, and the most beautiful reflection of the Uncreated Light of the word God, who enlightens every man coming into this world. Five ways to prove the existence of God: 1. Argument of Motion God is the Prime Mover. 2. Argument from Efficient Causes God is the uncaused cause. 3. Argument from Possibility and Necessity (Reductio Argument) God is the alpha and omega. 4. Argument of Gradation of Being God as the supreme being. 5. Argument of Design God designed everything. MODERN PHILOSOPHY. Modern thinkers want to use pure reason in their investigations. Between there is an intercovering period called RENAISSANCE (16th C. ) This period was marked by the rise of many philosophers each claiming to by the right philosophy (individualism). This was critisim among philosophers. Renaissance brought top light a new science and also renewed interest in the arts and letters. In the 17th century, the philosophical field was almost free and this fact explains tge rapid advance of ideas of FRANCIS BACON and of Rene Descartes, the initiators of Modern Philosophy. FRANCIS BACON father of modern philosophy (empiricists). Empiricists rely on scientific method to determine the truth. He employed the inductive method. He rejects the deduction and syllogistoc reasoning as an unscientific method and affirms induction as the only useful instrument for the philosophers. RENE DESCSRTES another father of modern philosiphy (rationalist). Rationalists use reason to determine the truth. He tries to establish a method for philosophers to discover the truth. Four Stages: 1. Adoption of Universal Doubt. Doubt about everything. 2. Cogbito erg Sum Cannot doubt self existence. 3. Clear Ideas of d Supreme Interior Thinking must be certain. 4. Establishment of Rules of the Universal Method Four rules of universal method necessary in construction a universal science. IMMANUEL KANT an empiricists. He accepts that human reason cannot know reality because it is NOUMENON. Kant abandons empiricism in favor of rationalism. Philosophy and ethics is the central part of his philosophy. He also believes in the Categorical Imperitive. CONTEMPORARY PHILOSOPHY. It is believed that contemporary philosophy appeared as a direct, indirect or concomitant reaction against idealism. Important Philosiphical Systems in the Contemporary Age: 1. Voluntarism If theres a will, theres a way. 2. Radical Christian Fideism To acheive faith 3. Institution There are certain things that are vital to the society. 4. Phenomenology Dwell on certain processes to arrive at a reality. 5. Extentialism pose many reflections sysipus means existential philosophy 6. Materialism 7. Positivism 8. Structuralism SOREN KIERKEGARD an existentialist. He believed in the leap of faith. The authentic existing individual is a Christiana. FRIEDRICH NEITZCHE an atheists. Neitzches philosophy is born out the will to live. The religious ideal is unacceptable because God is dead. Gods death gives way to rise of the Superman who is not subject to the ordinary laws of morality because he creates his own values. He says atheism is the only alternative to the death of God. EDMUND HUSSERL father of phenomenology. Three steps of the phenomenology method: 1. Epoche 2. Eidetic Reduction 3. Transcendental Reduction Eidos is the center of being in everything.

Grammatical constraints on code-switching

Grammatical constraints on code-switching Grammatical constraints on code-switching The behaviour of bilingual and multilingual speakers in a wide variety of speech communities and a broad range of social contexts has been the subject of research since the 1970s. Specific attention has been paid in the literature on bilingualism/multilingualism to the phenomenon of code-switching, one of the results of which has been the proposal of and subsequent debate surrounding a number of different grammatical approaches to it. This essay will attempt to examine and discuss some of the main grammatical approaches to code-switching, and go on to look at the arguments advanced to support (and undermine) these. As Poplack (1980) mentions, authors of the early literature when not focusing on the sociolinguistic and discourse elements relating to code-switching concluded that code-switching was a phenomenon that occurred at random. Subsequent research has shown that there are code-switching patterns and that switching is, in fact, subject to grammatical rules; the debate now is centred on what, exactly, those rules are. The various theories put forward by scholars in this field of research seek to elaborate universally-applicable rules that account for all instances of code-switching in all language pairs. As will be seen in this essay, and as is claimed by Gardner-Chloros and Edwards (2004) and Alvarez-Cà ¡ccamo (1998), none of these theories achieves its aim. It is worth bearing in mind that, broadly speaking, there are two main â€Å"types† of code-switching: intersentential and intrasentential. The latter is arguably of greater interest to researchers as â€Å"it is only there that the two grammars are in contact† (Myers-Scotton and Jake (1995)). There are several main grammatical approaches to code-switching which fall into a number of broad categories, each of which will be discussed in turn. Gardner-Chloros and Edwards (2004: 3-4) argue that any given grammatical approach to code-switching depends on the sense of the word â€Å"grammar†. They claim that at least five senses of the term can be identified and, of those five senses, grammatical approaches to code-switching have focused (explicitly or otherwise) on the following two: Formal grammar; and Chomskyan/Universalist grammar Poplacks study of code-switching amongst a sample of bilingual Puerto-Ricans in New York City (1980) is an empirical test of two simple constraints that, she claims, are universally applicable: the Equivalence Constraint and the Free Morpheme Constraint. The Equivalence Constraint dictates that intrasentential switches will only be made by any bilingual speaker (regardless of the speakers proficiency in his or her L2) â€Å"at points in discourse where juxtaposition of L1 and L2 elements does not violate a syntactic rule of either language, i.e. at points around which the surface structures of the two languages map onto each other†. So a bilingual speaker implicitly obeys the syntactic rules imposed by the respective grammars (which, in this model, are deemed to share rules that apply to the use of particular lexical items or language constituents) and will only make a switch from one code to the other at points where that switch will not violate the rules of either grammar. Indeed, the title of Poplacks paper is a case in point: (1) Sometimes I start a sentence in Spanish y termino en espanol(â€Å"and finish in Spanish†) Here, the switch is made at a point in the sentence where the Spanish subordinate clause â€Å"y termino en espanol† does not violate the grammatical rules of English (which are deemed to set the framework for the sentence): the verb â€Å"terminar† is correctly inflected (â€Å"termino† first person singular, present indicative) as the English verb â€Å"to finish† would be (i.e. â€Å"I finish†) had the clause been uttered in the latter language and indeed, the grammar of the subordinate clause does not violate any grammatical rules of Spanish, were the entire sentence to be uttered solely in Spanish. The Free Morpheme Constraint states that an intrasentential switch may be made by any bilingual speaker â€Å"provided [a] constituent is not a bound morpheme†. Thus a sentence such as: (2) And what a tertuliait was, Dios mio! (And what a gathering it was, my God!) is acceptable under the Free Morpheme constraint (note that idiomatic expressions such as Dios mio above are â€Å"considered to behave like bound morphemes in that they show a strong tendency to be uttered monolingually†), unlike a sentence such as: (3) *Estaba type-ando su ensayo (She was type-ing her essay) Subsequent discussion and research have shown that Poplacks Constraints theory is not universally applicable to all language pairs or all instances of code-switching. It would appear that the Constraints model sits perfectly with Poplacks own data set drawn from her sample Puerto-Rican speech community, and may be appropriate for language pairs which share particular grammatical, syntactic or lexical features, such that these facilitate switches that indeed do not violate any grammatical rules of either of the languages in contact. Nevertheless, Poplack has continued to defend and refine the model, arguing that instances of code-switching that violates either or both of the constraints are not code-switches at all, but rather what are termed by Poplack â€Å"nonce borrowings† (a term first coined by Weinreich (1953)). These, it is argued, are tantamount to single-word code-switches: words from the L2 are used in an L1-dominant utterance but have yet to become an established pa rt thereof. Poplack argues that the Free Morpheme constraint is â€Å"a consequence of the nonce borrowing hypothesis (Sankoff et al, 1990)†. However, further research has yet fully to substantiate the claim of universal applicability of the Constraints model to all language pairs and all instances of code-switching. Other constraints models have also been put forward, amongst others, by Pfaff (1979) in her study of Spanish-English code-switching and borrowing. She argues that there are four main types of constraints on constraints: functional, structural, semantic and discourse-related.   Further constraints have also been formulated by Woolford (1983) in her generative model of code-switching (again based on data from Spanish-English bilinguals). Such constraints models can be contrasted with the far more elaborate Matrix Language Frame model developed and advocated by Myers-Scotton and her collaborators (1993 and subsequently refined: 1995, 2000), in which sociolinguistics and psycholinguistics are combined within a grammatical approach to code-switching. The notion of a base or matrix language was not new when the MLF model was initially published by Myers-Scotton. Work by Klavans (1985), Joshi (1985) and others had already posited a â€Å"frame† or â€Å"matrix† into which elements of the other language could be embedded. The broad lines of the MLF are as follows. Myers-Scotton makes the case for code-switching to involve a base or matrix language (ML), into which pockets of embedded language are inserted. The ML, then, is the â€Å"unmarked† language choice that provides the grammatical structure for the utterance or discourse, with â€Å"islands† of EL inserted at grammatically acceptable points of that utterance. She distinguishes between different types of morphemes and the role they play in code-switching: the ML supplies the system morphemes (closed-class items) in the sentence, while the EL supplies a proportion of the content morphemes (open-class items). There is also a psycholinguistic dimension to the MLF model, in that the ML is deemed to be more â€Å"activated† than the EL; it therefore lends itself more readily to providing the frame for code-switching between a bilingual speakers two (or more) languages. In seeking to define â€Å"matrix language† Myers-Scotton argues that the decision made on the part of bilingual speakers to make intrasentential switches is â€Å"based on social, psychological and structural factors†. It is these factors that essentially form the basis of a definition of the ML. There are two structural criteria involved:  § The ML is the language that projects the morphosyntactic frame for the CP that shows intrasentential CS. This is operationalised by two principles: the morpheme order principle, which states that the â€Å"surface morpheme order (reflecting surface syntactic relations) will be that of the ML†; and the system morpheme principle, which states that â€Å"all system morphemes that have grammatical relations external to their head constituent (i.e. participate in the sentences thematic role grid) will come from the ML†.  § The ML generally supplies the greater number of morphemes in intrasentential code-switching. The sociolinguistic aspects of the MLF model underpin the psycholinguistic ones: as stated above, the ML is the â€Å"unmarked† or expected language choice for the exchange between code-switching speakers. It is pointed out, however, that this is not always the case, for instance when the speakers do not share the same first language. It is also argued that the ML can change over the course of an exchange, in relation to situational changes for example. The distinction between content and system morphemes is central to the MLF model, in that they help to identify the ML and EL. Under the MLF model, content morphemes come mainly from the EL, with system morphemes coming principally from the ML to form the frame in which code-switching can occur. There are, however, difficulties in using morphemes to identify the ML, particularly when a speakers bilingualism is quite balanced. The quantitative criterion states that the majority of the morphemes in a code-switched utterance will come from the ML. However, this raises the issue of sample size which Myers-Scotton herself concedes is difficult to determine and comes up against instances of code-switching by balanced bilingual speakers who use both of their languages more or less equally; the number of morphemes from each language will, therefore, be more or less equal, thus undermining the applicability of the quantitative criterion posited in the MLF model in identifying the ML. . Like the Constraints model, subsequent research and commentary have led to the MLF model being refined into its current form, the 4-M Model. In this theory, further distinctions are drawn between categories of system morpheme. Attempts are also made to resolve issues in the original MLF model, such as double morphology. An interesting aspect of the MLF model is that it does not adopt the â€Å"sentence† as an appropriate unit for the grammatical analysis of code-switching. Myers-Scotton instead uses the CP (complement phrase) as an analytical unit, which she defines as a syntactic structure expressing the predicate-argument structure of a clause, plus the additional syntactic structures needed to encode discourse-relevant structure and the logical form of that clause. Because CP explicitly assumes that the unit of structure includes COMP (complementizer) position, it is a more precise term than either clause or sentence. For all of its innovation and complexity which sets it in stark contrast with the simplicity of the Constraints model discussed above the MLF model does not account for all instances of code-switching in all language pairs, fitting only with certain language pairs, and particularly with Myers-Scottons data set drawn from East African languages and dialects; as well as â€Å"cases of very asymmetric bilingualism† where the speakers proficiency in one or other of the languages in contact is weaker. So neither the Constraints model nor the MFL model gives a complete grammatical description of code-switching; instead, they each describe a particular form or class of code-switching into which particular language pairs or forms of bilingualism fit. A more complete view is therefore required. Muysken (2000) proposes a typology of code-mixing (a term that he favours over â€Å"code-switching†, which he reserves for referring to instances of rapid interchange between languages in the same discourse) that attempts to encompass both of the models discussed above, with an additional component that he terms â€Å"congruent lexicalization†. He argues that there are three main types of CS: Alternation: this is a form of code-switching in which bilingual speakers alternate between their two (or more) languages. An example of alternational code-mixing is Poplacks Constraints model. Insertion: in this form of CS, speakers insert chunks of switched constituents from the L2 into discourse framed in L1. Muysken argues that the MLF model is an illustration of insertional code-mixing. Congruent lexicalization: this is code-mixing between language pairs that share close morphological and phonological ties. An example of one such language pair (and the corresponding code-switching) is provided by Clynes study of Dutch-English code-switching in Australia (1987). Muysken argues that different language pairs will fit into one or other of those types. So, rather than proposing a â€Å"one size fits all† grammatical approach to code-switching/code-mixing, he acknowledges that code-mixing/code-switching between different languages pairs will display different characteristics, rather than claiming that all instances of code-mixing/code-switching will fit into a single immutable model or theory. It is interesting to note that Muysken is also a proponent of the Chomskyan Government model of code-switching. In a paper co-authored with Di Sciullo and Singh (1986), it is argued that the government constraint, whereby there can be no switch in codes between a governor constituent and its corresponding governed item, will serve to predict which switches will and will not be acceptable, regardless of the languages in contact in a bilingual persons lexicon. The model, however, does not account for or predict all instances of code-switching; indeed, bilingual speakers will code-switch at any point in any given utterance, Government or no. Even when the scope of the model is restricted to lexical government by non-function words (Muysken 1990), it remains an overstatement. It must also be borne in mind that this model will change as many times as Chomskys theory of Universal Grammar goes through its various transformations; in its current incarnation of the Minimalist Program, the not ion of Government has been cast aside altogether owing to definitional difficulties Another take on the generativist approach to code-switching is the â€Å"null theory† of code-switching. A number have been put forward (Mahootian (1993), Chan (1999), MacSwan (1999, 2000), Woolford (1983)). The basic premise of the â€Å"null theory† approach whether it is couched in terms of Tree Adjoining Grammar (Joshi 1985) or the Minimalist Program/Principles and Parameters is that code-switching can be described in terms of grammatical principles relevant to monolingual grammars, without postulating additional devices or constraints that are specific to code-switching itself. This is an attractive argument, but far from compelling. Generativist models are highly abstract, to the point where they are too far removed from the realities of bilingual speech. The underlying premise of Chomskys notion of the monolingual â€Å"ideal speaker† is not helpful here, as it leads to generalisations about bilingual speakers that are simply not accurate, as they are not a reflection of how bilinguals combine their languages in speech. Additionally, the â€Å"ungrammatical† nature of speech weakens any grammatical model of code-switching (see below). There are a number of reasons why none of these models (perhaps with the exception of Muyskens proposed typology of code-mixing) can account for all instances of CS. 1. Variability: As Gardner-Chloros and Edwards rightly point out, this variability is found between communities, within a single community, right down to the speech of individuals and even within the speech of a single individual within the same conversation (2004: 4). This may be the end result of and, at the very least, related to the idiolectal competence of individual speakers. 2. Nature of bilingual speech: Bilingual speakers are known to employ all kinds of devices and â€Å"tricks† to avoid being constricted by the dictates of grammatical rules. Speakers use pauses, interruptions and other means to neutralize any grammatical awkwardness resulting from switching at a particular point in the sentence.These devices serve a functional purpose in allowing speakers to make full use of both of their languages, and legitimising combinations from languages that are typologically different (e.g. word order). 3. Abstract nature of the notion of â€Å"grammar† and â€Å"sentence†: These are abstractions used by linguists to conceptualise language behaviour, in this instance amongst bilingual speakers. The issue here is whether such abstractions are relevant to the analysis of CS as seen in bilingual speech. The concept of the â€Å"sentence† may not be appropriate to the analysis of code-switching in any event: speakers rarely utter fully-rounded, grammatical sentences in everyday discourse and code-switch at will with seemingly little concern for the grammaticality of the (intersentential or intrasentential) switches that they make so effortlessly. Furthermore, from a grammatical analysis perspective, Gardner-Chloros and Edwards argue that even if the sentence were to be accepted as the â€Å"upper limit of grammar† and a meaningful unit in the context of code-switching, this would mean that grammatical approaches would only seek to explain intrasentential swit ches whilst omitting intersentential switches and conversational â€Å"moves† (2004: 5). The fundamental question at issue is whether or not a grammatical approach to code-switching is even appropriate. Given the variability of code-switching and the nature of speech in general and bilingual speech more specifically it seems particularly difficult to formulate any kind of universally applicable principle or constraint that accurately predicts how, where and when a bilingual speaker will switch codes, let alone whether that switch will â€Å"grammatical†. Variability lays at the very heart of code-switching; it is a reflection of a human ability to handle and manipulate language in any way that serves the speakers purpose in any given situation and with any given interlocutor(s). Another salient point that emerges is whether code-switching is even an observable fact. Gardner-Chloros (1995) argues that CS is an â€Å"analyst construct†, a product of linguists conceptualisations of language contact and language mixing and, as such, not separable from borrowing, interference or pidginisation (1995: 86), be it in ideological or practical terms. She also argues that the abstract concept currently accepted in bilingualism research is â€Å"fuzzy† and should in fact be used as a much broader term for a range of interlingual phenomena in which strict alternation between two discrete systems is the exception rather than the rule (1995: 68). If that is indeed the case, is it possible to begin to formulate a â€Å"grammar of code-switching† when there is still uncertainty as to what code-switching actually is? The arguments put forward by Alvarez-Cà ¡ccamo (1998) are also related to the points raised by Gardner-Chloros. In tracing the development of code-switching as a field of bilingualism research and of applied linguistics as a whole, he distinguishes between linguistic varieties and communicative codes, arguing that code-switching pertains to the former category and, as such, suggests that â€Å"code-switching† is perhaps a misnomer. He proposes that the concept of CS in its current form be both narrowed to exclude unrelated phenomena that have come under the banner of â€Å"code-switching†, and broadened to include those elements that have been excluded (including aspects of monolingual speech). It is difficult to see how an all-encompassing approach to code-switching can be put forward until the phenomenon of code-switching has been properly identified (and presumably labelled: â€Å"In order to argue convincingly for or against the existence of â€Å"code-switching constraints† and â€Å"code-switching grammars† () research should first convincingly prove that (a) speakers who code-switch possess two (or more) identifiable systems or languages, each with its identifiable grammatical rules and lexicon; and (b) â€Å"code-switched† speech results from the predictable interaction between lexical elements and grammatical rules from these languages.† (Alvarez-Cà ¡ccamo (1998: 36)) However, the issue here again lays in the conceptualisation of bilingual speech. Abstractions used by linguists in examining language phenomena such as code-switching remove the â€Å"human† element reflected in discourse strategies employed by bilingual speakers (discussed above; see below). A further aspect of code-switching, while not strictly grammatical, is discussed by Bentahila and Davies (1995):   the variables related to language contact situations, and how those change depending on developments in the contact situations. In a study of different generations of Moroccan Arabic-French bilinguals, they examine the relationship between patterns of code-switching and patterns of language contact and the influence of extraneous factors on those patterns. They point out that code-switching is affected by the nature of the contact between a particular pair of languages: duration of contact, for instance, and the impact of governmental language planning policies. They found that while all the bilingual speakers in their sample speech community used the same languages, their use of those same languages depended on their proficiency in both, which in turn depended on their age and the effects of governmental language planning and nationalist policies pursued in the post-c olonial continuum. It could be argued that evolving patterns of code-switching contribute to the variability of code-switching practices amongst bilingual speakers and, therefore, constitute another (indirect) reason why grammatical approaches to code-switching so often fall short. In summary, then, a number of grammatical models of intrasentential code-switching, with each claiming to predict where in the sentence a bilingual person will switch languages and that such switches will be made in such a way as not to violate any of the grammatical rules of either of the languages in contact. It is contended that, rather than achieving that aim, each model is specific to the data sets on which they are based, and can only really apply to similar language pairs. They therefore only describe an aspect of a phenomenon that is far more complex than the models would suggest. Furthermore, the applicability of the various models also depends on the â€Å"kind† of bilingual concerned and their proficiency in their respective language pairs: the Constraints model appears to be more relevant to more balanced bilinguals, for instance, while the MLF model seems to be more appropriate to more asymmetric bilinguals. It must be remembered that the models are not in stasis but rather continually refined and amended in relation to developments in their particular theoretical backdrop: the Government model of code-switching, for instance, is based on a theory of Universal Grammar that is itself evolving over time. Muyskens typology of bilingual speech (2000), which draws on the leading models of code-switching/code-mixing and seeks to account for all instances of code-switching by taking into account the various aspects involved therein, appears to be the most rounded of the grammatical approaches to the phenomenon, in that it encompasses the disparate aspects that have formed the focus of individual models. There is also the issue of whether code-switching is a phenomenon in its own right and, if not, what linguistic phenomena the concept of code-switching can be deemed to cover. Has the concept become an umbrella term used to describe a number of different linguistic devices employed by bilingual speakers? Or are these elements that are indistinguisha ble from a wider phenomenon? To conclude, it would appear that research into and grammatical approaches to code-switching have lost sight of the fact that code-switching is an abstraction used by linguists to conceptualise an aspect of the behaviour of bilingual speakers. After all, â€Å"languages do not do things; people do things, languages are abstractions from what people do† . Such a conceptualisation has led to researchers attempting to fit bilingual speech behaviour to a particular model rather than the other way around, discounting aspects such as variability, bilingual discourse strategies and the fact that code-switching is a creative, innovative process designed, it would appear, almost to avoid grammatical constraints altogether. Abstract grammatical models cannot reflect the realities of language contact and use. Not only that, but code-switching is also a gauge of language change and shift; this being the case, it is plausible that a grammatical shift would ensue, thus undermining a given m odel. Factors such as those mentioned by Bentahila and Davies (1995) must also have some kind of impact on grammatical models when these are based on a language contact situation which is shifting and evolving. A step back towards the realities of bilingual communication and speech acts, combined with an acceptance of the variability that they necessarily entail as reflected in the typology proposed by Muysken (2000) would constitute a more appropriate starting point for any grammatical approach to code-switching that sets out to be all things to all bilingual speakers.

Positioning Essay -- Marketing Advertising Advertisements Essays

Positioning Many people consider marketing as a means to let creative juices flow. In many ways, this can be true. But what many do not realize is that marketing needs common sense and logic to a certain extent. This applies to both internal and external marketing. Companies tend to lose focus – whether it be because it is having a difficult time dealing with high growth or because a few upper management ‘wanna-be’s’ try something bold (without thinking). This is where positioning comes into play – if you want to survive or prosper, that is. So what is positioning about? Positioning is a concept that sparked a revolution in advertising. It was developed in by the authors of â€Å"Positioning: The Battle for Your Mind†, Al Ries and Jack Trout. The book was published in 1981 and became one of the top sellers or all time. Positioning was the first concept to deal with the problems of communication in an over-communicated society. With positioning you can beat the competition and win the battle for recognition in an overcrowded, media-blitzed marketplace. With this approach, a company creates a ‘position’ in the prospect’s mind, one that reflects the company’s own strengths and weaknesses as well as those of its competitors. Product positioning is an important strategy for achieving differential advantage. Positioning reflects the â€Å"place† a product occupies in a market or segment. A successful position has characteristics that are both differentiating and important to cons...

A Comparison of Love According to Browning, Dickinson, Shakespeare and Harris :: Comparison Compare Contrast Essays

Love According to Browning, Dickinson, Shakespeare and Harris Men and women are very different creatures. We express our emotions differently. Women are typically ready to marry, settle down and have children much earlier than men. Men tend to want to experience life before settling. Yet, there is one thing we have in common. In relationships, men and women want to be loved for the person they are and for the rest of their lives. When people begin dating, they are usually playing the field. Few have a strategy for finding their life mate. It is something that happens over time and as you continue to see that person and get to know them, a bond builds that is not easily broken. This is demonstrated in "Wild Nights - Wild Nights!" By Emily Dickinson. "Futile - the winds-/ to a heart in port-/ Done with the compass/ Done with the chart" (line 5-8). No matter how hard outside forces try to tempt you away, you are finished searching for your true love. You have found it and are holding fast. We are all initially searching for romantic love that will hold fast through a lifetime. Romantic love is defined as love that is unrealistic, fanciful, passionate and fabulous. In "Beginning of the Songs of Delight", Papyrus Harris 500 demonstrates fanciful love through "†¦apportioned to you is my heart,/ I do for you what it desires,/ when I am in your arms" (lines 1-3). In Shakespeare's "Othello", the Moor and Desdemona declare their love for one another, at the protest of her father and the disbelief of the councilmen (Act I, scene iii). Their romantic love was unrealistic because of their age difference, and fanciful because she was intrigued by the stories of heroism and daring that he imparted to her. Passionate love is, by definition, ruled by intense emotion and marked by intense feelings as is expressed in "My body thrives, my heart exults/ At our walking together;/ Hearing your voice is pomegranate wine,/ I live by hearing it./ Each look with which you look at me/Sustains me more than food and drink" (lines 24-29). Love such as this can sustain us through all the joys and challenges life has to offer if it is without condition. Unconditional love endures over time. "But love me for love's sake, that evermore/ thou mayst love on, through love's eternity" (Browning, 260), speaks of love that is grounded in love alone and will last all forever.